Report Out performance showed a significant instructor-by-scaffolding-level interaction, with Mrs. Lewis's students significantly outperforming Mr. Green's at Medium and Low material support but not at High¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A repeated-measures ANCOVA revealed a significant interaction between instructor and material scaffolding level on Report Out scores. → Martin 2019 q2 i? Mrs. Lewis's students performed significantly better than Mr. Green's students on Report Out activities at Medium and Low material support, but not at High support. → Martin 2019 (2)

Evidence¶

Martin 2019¶

Martin, Nicole D., Tissenbaum, Catherine Dornfeld, Gnesdilow, Dana, Puntambekar, Sadhana. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science. https://doi.org/10.1007/s11251-018-9474-0

q2 · i? · design · r2

Repeated-measures ANCOVA of coded Report Out scores (0–3 rubric, Cohen's kappa = .82) with teacher as between-subjects factor, scaffolding level as within-subjects factor, and both pre-tests as covariates, for n = 28 and n = 44 students across nine experiments.

"Our analyses revealed a significant interaction between the instructor and the material scaffolding level (High, Medium, or Low Material Support) (F(2,208) = 8.923, p < .001)."

Martin 2019 (2)¶

Martin, Nicole D., Tissenbaum, Catherine Dornfeld, Gnesdilow, Dana, Puntambekar, Sadhana. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science. https://doi.org/10.1007/s11251-018-9474-0

q2 · i? · design · r2

Pairwise t-tests with Holm–Bonferroni correction following the significant interaction. Scores were not significantly different across teachers at High Material Support (t(66.84) = 1.92, p = .059); the teacher difference emerged only as material scaffolds faded.

"Mrs. Lewis’s students performed significantly better than Mr. Green’s students on the Report Out activities in the experiments with Medium Material Support (t(54.37) = 2.81, p = .013) and Low Material Support (t(55.27) = 6.23, p < .001)."

Discussion¶

Related Claims¶

• On the physics conceptual test, both teachers' students improved significantly, with a significant teacher-by-time interaction in which Mrs. Lewis's students overcame a lower pre-test disadvantage by post-test
• Both classes improved significantly on the science practices test, with no significant teacher main effect or teacher-by-time interaction
• The two teachers' scaffolding moves differed significantly: Mrs. Lewis monitored more, prompted peer idea-sharing, extended materials, and handed over independence more, while Mr. Green provided more static support — related
• As material scaffolds faded, Mrs. Lewis's students' performance returned to initial levels between High and Low support, while Mr. Green's students declined significantly across the unit — related